INTEGRATING HISTORY AND SOFTWARE ENGINEERING: A STEM-BASED APPROACH TO TEACHING
DOI:
https://doi.org/10.17770/etr2025vol3.8557Keywords:
Computer Sciences, History of statehood and culture, Software Engineers, STEM Projects, ProgrammingAbstract
The interdisciplinary approach is an effective method in technical education, particularly for integrating humanitarian disciplines with specialised subjects. However, history, philosophy, Ukrainian, and foreign languages often receive minimal teaching hours, leading to insufficient mastery. To address this, we explored the integration of history and culture with technical disciplines, specifically "Modern Programming Paradigms" and "Methods and Systems of Artificial Intelligence," to enhance learning for future software engineers. A STEM project was implemented to explore Ukrainian statehood through engineering solutions and modern technologies. First-year Computer Science students engaged with interactive digital tools, including low-code web application frameworks (Glitch, WordPress), historical data visualisation (Flourish), timeline and mapping tools (TimelineJS, StoryMapJS), and interactive presentations (Canva, Google Slides). The project’s effectiveness was assessed using a rubric-based evaluation with three key criteria: content, technology, and collaboration. The analysis showed no statistically significant differences between teams (p > 0.05), indicating consistent engagement. The highest score was in "Collaboration" (3.47), demonstrating effective teamwork. The "Technology" criterion (3.23) reflected satisfactory proficiency in software tools, while "Content" scored the lowest (2.73), highlighting challenges in integrating historical narratives with programming. Correlation analysis showed a weak relationship between criteria, meaning technical skills did not necessarily translate into high-quality content or teamwork. A SWOT analysis based on an anonymous student survey provided direct feedback for improving future STEM projects. Key advantages included deeper assimilation of historical facts, practical application of programming skills, and teamwork experience. However, students noted limited time for mastering content and a lack of necessary equipment as challenges. These findings highlight the need to strengthen the historical component and improve programming integration with humanities for a more comprehensive learning experience.
References
S. O. Kostylieva (Ed.), Current Issues of Teaching the History of Ukraine and the History of Ukrainian Culture in Higher Education: Proceedings of the Interuniversity Scientific and Methodological Seminar (Kyiv, December 18, 2009). Kyiv: IVC "Publishing House "Polytechnika", 2010, 89 p. [Online]. Available: https://history.kpi.ua/wp-content/uploads/2020/01/2014-12-05.pdf [ Accessed: Oct. 05, 2024].
O. Y. Stryzhak, I. A. Slipukhina, N. I. Polikhun, and I. S. Chernetckiy, "STEM Education: Basic Definitions," Information Technologies and Learning Tools, vol. 62, no. 6, 2017, pp. 16 https://doi.org/ 10.33407/itlt.v62i6.1753.
N. I. Polikhun, I. A. Slipukhina, and I. S. Chernecjkyj, "STEM Pedagogical Technology as a Means to Reform the Ukrainian Educational System," Education and Development of Gifted Personality, no. 3(58), 2017, pp. 5-9 https://doi.org/10.33407/itlt.v62i6.1753.
O. Savluk, "Computer Graphics: Capabilities of Information Technologies in the Higher Education System," Youth and Market, no. 7(205), 2022 https://doi.org/10.24919/2308-4634.2022.267310
V. O. Ognevyiuk, S. O. Sysoieva, O. O. Drach, K. O. Lynyov, Educational Science: Professional Training: Teaching and Methodical Manual, V. O. Ognevyiuk, Ed., Kyiv: VP "Edelweiss", 2014.
A. M. Kolot, "The Interdisciplinary Approach as a Prerequisite for the Development of Economic Science and Education," Bulletin of Taras Shevchenko National University of Kyiv. Series: Economics, no. 158, 2014. [Online]. Available: http://nbuv.gov.ua/UJRN/VKNU_Ekon_2014_5_5. [Accessed: Nov. 09, 2024].
V. S. Kruhlik and V. V. Osadchyi, "Interdisciplinary Approach in the Professional Training of Future Programmers," Pedagogical Education: Theory and Practice. Psychology. Pedagogy., no. 27, 2017. [Online]. Available http://nbuv.gov.ua/UJRN/itvo_2012_12_12 [Accessed: Nov. 19, 2024].
V. O. Lishchyna, "Peculiarities of Training Future Programmers in Higher Educational Institutions and the Development of Their Professional Culture," Scientific Notes of Rivne State University for the Humanities, vol. 7, no. 50, 2013, pp. 90–92. [Online]. Available: http://nbuv.gov.ua/UJRN/Kitonv_2017_27_24 [Accessed: Nov. 29, 2024].
O. Chaikovska, V. Spivachuk, I. Humeniuk, and V. Holinei, "Integrated Approach to Teaching ESP at Engineering University," Engineering for rural development. Jelgava, 2021, pp.1200-1206 https://doi.org/10.22616/ERDev.2021.20.TF263
W. Park and H. Cho, "The Interaction of History and STEM Learning Goals in Teacher-Developed Curriculum Materials: Opportunities and Challenges for STEAM Education," Asia Pacific Education Review, vol. 23, no. 3, 2022, pp. 457–474. https://doi.org/10.1007/s12564-022-09741-0
W. Park and J. Song, "Looking Back at 'Our Science' and 'Our History': An Exploration of Korean Preservice Science Teachers’ Encounters with East Asian History of Science," Cultural Studies of Science Education, 2021. [Online]. Available: https://doi.org/10.1007/s11422-021-10060-w [Accessed: Feb. 01, 2025].
D. A. Slykhuis, L. Martin-Hansen, C. D. Thomas, and S. Barbatom, "Teaching STEM through Historical Reconstructions: The Future Lies in the Past," Contemporary Issues in Technology and Teacher Education, vol. 15, no. 3, 2015. [Online]. Available: https://citejournal.org/volume-15/issue-3-15/editorial/teaching-stem-through-historical-reconstructions-the-future-lies-in-the-past [Accessed: Sep. 25, 2024].
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Iryna Zavadska, Anatolii Skrypnyk, Oksana Palyliulko, Oleksandr Shevchuk, Artur Mykhailyk
This work is licensed under a Creative Commons Attribution 4.0 International License.