Viktoriia P. Vember


The article deals with the problem of the deterioration of the training of specialists in the field of science and engineering, low motivation of graduates of schools to the choice of engineering professions. One of the tools for improving the quality of natural and mathematical and technological education is STEM education and the introduction of Inquiry Based Learning technology. The peculiarities of Inquiry Based Learning technique and features of Go-Lab ecosystems for Inquiry Based Learning are analyze. The models of Inquiry Learning cycle proposed by different authors and their features are considered. The model of Go-Lab Inquiry Learning Cycle is described, in which five main phases  and several sub-phases are identified. The structure of the Go-Lab ecosystem is presented, one of which is the Go-Lab portal, which contains a list of available virtual laboratories, applications that can be used to create research space, a set of Inquiry Learning Spaces available for use, etc. The criteria for searching laboratories and Inquiry Learning Spaces at the Go-Lab portal are presented, in particular by the subject, by basic scientific ideas, by type of laboratories, by the age of students for whom the resources are assigned, by the language of the supported interface. Another component of the Go-Lab ecosystem is the Graasp environment for the creation and use of Inquiry Learning Spaces (ILS). The possibilities of using virtual laboratories from the Phet.Colorado portal have been analyzed. The implementation of the proposed approaches is demonstrated on the basis of the development of trainings and workshops for students and scientific and pedagogical staff of disciplines that are tangent to STEM.



Inquiry Based Learning; Inquiry Learning Spase; STEM-education; virtual laboratory; model of Inquiry Learning Cycle; Go-Lab; Graasp; Phet.Colorado


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