Pedagogical Conditions for the Formation of Technological Literacy in Younger Schoolchildren Based on a STEAM-Approach to Teaching

Abstract

Background. The modern stage of education development rises the problem of modernization of technological education. The introduction of functional literacy as a new educational result at the primary education level, the rapid technologization of society and the insufficient development of methodological support for technological education adequate to the current situation determine the need to identify a new component of functional literacy in younger schoolchildren — “technological literacy”, to determine its essence, structural characteristics and the development of approaches to its formation.

Objective. In the course of the research, the effectiveness of the constructed pedagogical conditions for the formation of technological literacy in younger schoolchildren based on a STEAM approach to technological learning was tested.

Study Participants. 158 students of grades 1–2 in Moscow schools took part in the experiment (Eg = 78 people, KG = 80 people), the duration of the experiment was 2 years (September 2023 — May 2025).

Methods. The essence of the experiment was to include specially designed pedagogical conditions in the educational process of an experimental group. The conditions involved the use of a developed model for the formation of technological literacy in younger schoolchildren based on a STEAM approach to technological learning the author’s additional general educational programme of technological orientation “We are STEAM!” was the content core of the experiment. To determine the effectiveness of pedagogical impact, a criterion-diagnostic toolkit was developed, including such criteria as knowledge and understanding of technology, critical and creative thinking, problem-solving skills, ability to work with information, motivation, attention to ethical issues, team and communication skills. Mathematical statistical methods were used to ensure the reliability of the conclusions: the Epps-Palley criterion, the Fisher criterion, and the Student’s t-test.

Results. Organizational and pedagogical conditions for the formation of technological literacy in primary school students based on the STEAM approach to learning have been constructed and empirically tested. The results of the analysis of the level of formation of technological literacy in primary school students at the control stage of the experiment indicate a significant result of pedagogical influence. The greatest increase was observed in the level of motivation, the ability to work with information and in problem-solving skills.

Conclusions. Based on the data obtained, conclusions were made about the high efficiency of the STEAM approach in developing technological literacy in primary school students.