Устойчивост и трансфер на STEAM компетентности при прехода от начален към прогимназиален етап на образованието
Sustainability and Transfer of STEAM Competencies in the Transition from Primary to Lower Secondary Education

Summary/Abstract: The modern educational environment emphasizes the formation of competencies that go beyond the reproduction of knowledge and include critical thinking, problem solving, collaboration, research activity and practical application. This article follows students educated in a STEM environment from grades I to IV and analyzes how the formed knowledge, skills and strategies manifest themselves after their transition to grade V. The main group is grade V “A”, and data from four more classes from the same grade were used for comparative context. The dynamics of academic success, entrance and exit diagnostic results in mathematics and “Man and Nature”, pedagogical observations and the behavior of students in an integrated STEAM situation were analyzed. The data show a decrease in formally measured academic results during the transition to grade V, which is also observed in the other classes. The former STEM class retains the highest initial level in mathematics, while in “Man and Nature” its comparative advantage decreases. In addition, manifestations of creativity, teamwork, practical application and social interaction are preserved. The sustainability of STEAM competencies is interpreted as a multidimensional and contextually dependent phenomenon, and pedagogical continuity as a condition for their activation and upgrading.

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